This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate ...imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform. (DIPF/Orig.).
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher ...education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ TPACK.
This article reports on the results of a research project in which 18 teacher educators in three countries - Australia, The Netherlands, and United Kingdom - were interviewed about their experiences ...of working in the so-called 'third space' between schools and universities, particularly in relation to the practicum, or field supervision. Most teacher educators have previously worked as teachers in schools or other educational settings, and when they become teacher educators in universities, they are often involved in the supervision or mentoring of preservice teachers in the field. The research reported in this article examined how university-based teacher educators manage the challenges inherent in working with mentor/cooperating teachers after having been or when still practicing as teachers in schools. Findings from the study showed that for teacher educators, working in the third space involves managing shifting identities between teacher and teacher educator, responding to changing perspectives on learning and teaching, and negotiating sometimes finely balanced and difficult relationships. Author abstract
Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between ...interaction partners, we propose a reciprocal effects model linking teachers' and students' enjoyment in class. The model suggests that there are positive reciprocal links between teachers' and students' enjoyment and that these links are mediated by teachers' and students' observations of each other's classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 T1) was positively related to student perceptions of teachers' enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students' engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed.
Educational Impact and Implications Statement
Researchers, educational policymakers, and the general public agree that teachers should radiate enjoyment and thus "infect" their students with excitement about learning. However, emotional contagion in human interaction is not a one-way street. In this research, we proposed that teachers' and students' enjoyment in class are reciprocally linked via mutual social perceptions of how enthusiastic and engaged the interaction partners are. We tested our assumptions using 3-wave longitudinal data collected from approximately 70 classrooms (teachers and their students) across the first 6 months of a school year. The results fully confirmed our expectations. Our findings imply that teachers' emotional experiences in class depend on their students' emotions as much as students' emotional experiences depend on their teachers'. It thus seems that for classrooms to be enjoyable places for everyone involved, one must consider the needs and desires of both learners and teachers.
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current ...study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch‐speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty‐first century. In the discussion section, the implications for practice and future research are discussed.
Issues of teacher quality and effectivity inform teacher education, policy, practice and research and are connected with teacher resilience and retention. (Mansfield, C.F., S. Beltman, A. Price and ...A. McConney. 2012. "Don't sweat the small stuff:" Understanding teacher resilience at the chalkface. Teaching and Teacher Education 28, no. 3: 357-367). Effective teachers are strongly associated with resilient teachers, those who possess particular personality traits and maintain their commitment to the job despite the challenges they face (Gu, Q. and C Day. 2007. Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education 23, no. 8: 1302-1316). This paper examines teachers' views on the propensities of effective English as a Foreign Language (EFL) teachers and on the factors that contributed to their teacher preparation. Data was collected using a self-report online survey from 167 early career English teachers and in-depth interviews with a sample of six teachers. Results point at personal 'soft factors' such as motivation, enthusiasm and self-confidence coupled with school support, team work and shared teaching practices, seen as most cardinal in English teachers' effectivity and resilience. Programmes nurturing emotional management, self- awareness and ways of improving self-regulation are suggested both in pre-service preparation programmes and in-service professional development, in order to sustain teacher motivation and commitment.
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call “rehearsal.” Our goal is to specify a way in which teacher educators (TEs) and ...novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novices for the complex, interactive work of teaching? and (b) Where, in what they do, are there opportunities for NTs to learn to enact the principles, practices, and knowledge entailed in ambitious teaching? We detail what happens in rehearsals using quantitative and qualitative methods. We begin with the results of our quantitative analyses to characterize how typical rehearsals were structured and what was worked on. We then show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
The research in this Special Issue is an international collection of studies focusing on the current challenges and possibilities in teacher education. The contributors examine teacher education with ...theoretical and empirical approaches including both qualitative and quantitative research methods. The studies demonstrate that future teachers need high-level ethical and pedagogical skills to cope with the new challenges in education. With a research-based and holistic approach, we can educate good teachers for tomorrow's schools. Contributors to this collection of eleven articles reflect global issues in teacher education originating from Australia, Estonia, Finland, England, Portugal, and Sweden.
The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' ...perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Participants were 2249 Norwegian teachers in elementary school and middle school. The data were analyzed by means of structural equation modelling using the AMOS 7 program. Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction.
Talking about education Biesta, Gerda; Priestley, Mark; Robinson, Sarah
Journal of curriculum studies,
01/2017, Letnik:
49, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The interest in teachers' discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers' professional knowledge. This interest can be traced back ...to Shulman's distinction between different kinds of teacher knowledge and Schwab's interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers' propositional or theoretical knowledge and a more encompassing approach in which teachers' knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the 'stock of knowledge' gained from a range of sources and experiences, including teachers' ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers' talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers' judgements and actions, but are also shaped by the structures and cultures within which teachers work.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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